Developing Goals and.. - University of South Carolina

January 7, 2018 | Author: Anonymous | Category: Arts & Humanities, Writing, Grammar
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Developing Goals and Learning Outcomes for Sophomore Initiatives Jimmie Gahagan Director of Student Engagement University of South Carolina

Definition of Terms • Mission Statements– describes the purpose and primary functions of an organization • Vision Statements – “Big idea” expressed in a concise manner. How an organization wants to be seen • Goals – Specific, measurable results that an organization intends to achieve • Guiding Principles/Philosophy Statements– overarching principles or theories which inform and guide an organizations work • Learning Outcomes - what a student should be able to know or do as a result of participating

DEFINING THE SOPHOMORE-YEAR EXPERIENCE • Complexity – Transfers – Community College students – Credit hours • How we will define sophomores – Residentially-based – Traditionally aged – First-year students who have progressed into their second college year

Developing a Mission Statement • Key Questions to address: – What are your primary functions? – Can you capture your mission in 8 words? – How does this mission statement tie into other department, division, or institutional goals? – Are there any other project goals that will or should influence your work?

Sophomore-Year Experience Mission Statement Examples University of South Carolina: “The Sophomore-Year Experience at the University of South Carolina is the combination of services, programs, and curricular and co-curricular activities that provides the gateway between a student’s college transition and their future educational and career aspirations; and offers a foundation to explore the specific academic and co-curricular opportunities USC has to offer. The Sophomore Initiative strives to provide opportunities and share resources to support second year students at USC in a way to promote students finding purpose and in life after college.”

Mission Statement Examples Continued Emory University: “Second Year at Emory, in partnership with other University offices, enhances the sophomore residential experience by offering programs and services so that second year students may develop greater selfawareness, define goals for their Emory experience, utilize campus resources, and connect with others through meaningful relationships.”

Mission Statement Examples Continued Colorado State University: The Year 2 @ CSU Board believes that a student’s second year is about exploration, personal discovery and overcoming challenges. Using our own personal experiences, it is our purpose to guide each student through their personal journey in the second year.

MISSION STATEMENT EXAMPLES Continued Brandeis University: The Sophomore Year Experience is an interdepartmental initiative to engage Brandeis sophomores. In keeping with the University's goals, we use learning opportunities and programming in order to: • Foster strong personal and class identities for sophomores • Increase awareness of and participation in curricular and co-curricular opportunities • Promote autonomy and independent decision making • Create purposeful transitions between class years

Let’s apply… • What key words or concepts are associated with your sophomore-year experience program? • What is one primary function of your sophomore-year experience?

DEVELOPING LEARNING OUTCOMES FOR SOPHOMORE-YEAR INITIATIVES

Astin’s Input-Environment-Outcome Model

Environment

Inputs

Outcomes

(Astin, 1993)

Astin’s I-E-O Model • Input variables – Characteristics the student brings with him or her such as gender, race, GPA, educational background, etc.

• Environmental variables – Include anything that happens during the program, event, or academic course that may have an impact on the student

• Outcome variables 1993) – Talents and skills we are trying to develop(Astin, in students

What are Learning Outcomes • Specific measurable objectives that describe what an individual will learn and be able to do as a result of a lesson or program. • Characteristics of Learning Outcomes – Focus on the product rather than the process – Are measureable – Are detailed and specific – Include action verbs

(Gahagan, Dingfelder, & Pei, 2010)

Why use learning outcomes • • • •

Helps us stay focused Articulates our expectations for students Allow us to prioritize Provide a bridge to connect with other important institutional goals or outcomes

(Gahagan, Dingfelder, & Pei, 2010)

A Revised Taxonomy • Benjamin Bloom – 1956 – A Taxonomy of Educational Objectives – Emphasized cognitive aspects of learning – Widely used in educational circles

• Anderson and Krathwohl – 2001 – Emphasized cognitive processes of learning and added a knowledge domain – Easily adaptable to many disciplines including higher education

Format of a Learning Outcome Verb Subject

Object Learning Outcome

The Subject • Is generally always the student! – The student will… – Students will… – The student should… – Students should…

(Gahagan, Dingfelder, & Pei, 2010)

The Object of a Learning Outcome • What type of knowledge do you want the student to learn as a result of the course, event, or experience? • What is your Knowledge Dimension – Factual Knowledge – Conceptual Knowledge – Procedural Knowledge – Metacognitive Knowledge

The Knowledge Dimension • Factual Knowledge – “The Facts” - Basic elements a student must know

• Conceptual Knowledge – The interrelationship of different thoughts, ideas, and concepts

• Procedural Knowledge – “The How To” – skills, techniques, and methods

• Metacognitive Knowledge – Awareness of self and others and when to apply certain strategies (Anderson & Krathwohl, 2001)

The Knowledge Dimension Applied to the Sophomore-Year Experience • Factual Knowledge – Defining specific concept of diversity as a part of a sophomore-year experience seminar or remembering a specific date or piece of information associated with a sophomore specific event.

• Conceptual Knowledge – Describing specific theories in a sophomore career development course such as Kolb’s Model of Experiential Education.

The Knowledge Dimension Applied to Leadership Development • Procedural Knowledge – Specific steps for steps to apply for study abroad in the sophomore year.

• Metacognitive Knowledge – For a sophomore in a leadership program – An awareness of one’s own strengths and areas of growth, awareness of team dynamics and how to apply strategies to help a group achieve its goals.

The Verb of a Learning Outcome: What do you want a student to be able to do with the knowledge they have gained?

(Overbaugh & Schultz, 2008)

Levels of Cognitive Process Levels of Cognitive Process

Action Verbs

Remembering: Can the student recall or remember the information?

Define, duplicate, list, memorize, recall, repeat, reproduce, state

Understanding: Can the student explain the ideas or concepts?

Classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase

Applying: Can the student use the information in a new way?

Choose, dramatize, demonstrate, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write

Analyzing: Can the student distinguish between the different parts?

Appraise, argue, compare, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test

Evaluating: Can the student justify a position or decision?

Appraise, argue, judge, defend, select, support, value, evaluate

Creating: Can the student create a new product or point of view

Assemble, construct, create, design, develop, formulate, write (Gahagan, Dingfelder, & Pei, 2010)

Putting it all together Knowledge Dimension

Cognitive Process Dimension

Remember

Understand

Apply

Analyze

Evaluate

Create

Factual Knowledge

1A

2A

3A

4A

5A

6A

Conceptual knowledge

1B

2B

3B

4B

5B

6B

Procedural Knowledge

1C

2C

3C

4C

5C

6C

Metacognitive Knowledge

1D

2D

3D

4D

5D

6D

(Anderson & Krathwohl, 2001)

Steps to Creating Learning Outcomes 1. Determine the purpose of the program, course, or initiative 2. Reflect on your target population and your venue 3. Decide what kind of knowledge you want the student to learn 4. Decide on the level of cognitive process 5. Write the outcome 6. Evaluate the outcome – – –

Is it measureable? Is it meaningful? Is it manageable? (Bresciani, Zelna, & Anderson, 2004)

An Example: Learning Outcome

Verb Object Subject

As a result of participating in this institute, participants will identify and describe one challenge second-year students face on their campus.

Let’s Practice… • Write one learning outcome for a program or initiative within your sophomore-year experience. • Share with a colleague and describe the type of knowledge in view and the action verb. • Answer the measurable, meaningful, manageable questions.

QUESTIONS TO ADDRESS?

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